ADDADHD Checklist: A Practical Reference for Parents and Teachers (J-B Ed: Checklist) by Sandra F. Rief

Author:Sandra F. Rief
Language: rus
Format: mobi
Publisher: Jossey Bass Wiley
Published: 2008-05-14T21:00:00+00:00

• For more on supports and considerations in creating a classroom

environment conducive to learning and behavioral and social success,

see checklists 3.1, 3.2, 3.7, 3.8, 3.9, and 3.10.

3.7 G ETTING AND FOCUSING

STUDENTS ’ ATTENTION

Before beginning instruction, teachers need to obtain students ’

attention and direct their focus to the task at hand. The following are

classroom strategies and techniques to do so.

Auditory Techniques

• Signal auditorily through the use of sound or music: chimes,

xylophone, playing a bar or chord on a keyboard, or a few seconds of

music on a CD.

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Checklists

for

Teachers

1 3 7

• There are various toys and noisemakers that make a novel sound

that may be an interesting auditory signal. Beepers or timers may also

be used.

• Use a clap pattern. You clap a particular pattern (for example, two

slow and three fast claps), and students repeat the clap pattern back

to you.

• Use a clear verbal signal: “ Popsicles . . . Freeze! ” or “ Everybody . . .

Ready, ” or “ 1, 2, 3, eyes on me ” ).

Visual Techniques

• Use visual signals such as fl ashing the lights or raising your hand,

which signals the students to raise their hands and stop talking until

everyone is silent and attentive.

• Teach specifi c hand signals such as American Sign Language to

signal students.

• Use pictures and other graphics, gestures, manipulatives, and other

interesting visuals to engage students ’ attention and interest. If using

a projector (overhead or document camera), placing a novel object or

colored shape that is shown on the screen is a visual attention getter.

• Use a dowel, stick, or other pointer or a laser pointer to point to

written material you want students to focus on.

• Use visual timers such as Time Timer ( www.timetimer.com ),

Time Tracker ( www.learningresources.com ), or Teach Timer ( www.

stokespublishing.com ).

• Cover or remove visual distractions. Erase unnecessary informa-

tion from the board, and remove visual clutter.

• Color is highly effective in getting attention. Use colored pens

and bold colors to write or frame important information. Use color

highlig

hting pens or tape and colored sticky notes. Write, circle, or

underline in color key words (particularly when giving directions).

The Tech Advantage

• Overhead projectors have traditionally been useful tools for focusing

students ’ attention in the classroom because they enable the teacher to:

• Model and frame important information

• Block unnecessary information by covering part of the

transparency

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1 3 8 SECTION

T H R E E

• Face students and not have to turn their back on the class in

order to write on the board

• Avoid instructional lag time while writing on the board and

erasing

• Prepare transparencies in advance, saving instructional time

• Project novel items such as math manipulatives

• Motivate students by allowing them to write on the overhead

or share their work with the class

• There are now far more engaging and sophisticated technologies

in classrooms, such as document cameras and interactive whiteboards.

Document cameras can project any object on the screen without the

need for making transparencies and enable students from all areas of

the classroom to see objects or teacher demonstrations clearly.

• PowerPoint presentations and other multimedia tools are enhanc-

ing instruction in many classrooms.

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